How will our lifestyles change over the course of this century? Students can discuss this fascinating issues within a number of aspects and make their own predictions about the everyday actions of humanity through the 21st century.

1. Copy one handout for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students should make predictions about 21st century lifestyles in the areas given.

4. Allow students around ten minutes or until the conversation dies down to talk about their predictions.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one handout for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students should make predictions about 21st century lifestyles in the areas given.

4. Allow students around ten minutes or until the conversation dies down to talk about their predictions.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

Type:

An individual extended writing task

Skill:

Writing

Time:

20-30 minutes

Stage:

Free writing practice

Work:

Students work individually

Focus:

A Balanced Argument

For students at the pinnacle of English, the necessity of being able to write a balanced argument is fundamental. Here students show you what they can do on the topic of wall-building between countries.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

Type:

A topical lead-in

Skill:

Speaking

Time:

15 minutes

Stage:

Lead-in

Work:

Students work in pairs

Focus:

A Better Future?

Practise fixed expressions related to 'a better future' in this vocabulary handout. Students discuss what lies ahead for us all, using expressions like 'a force for good', a 'waste of space', 'overrated' etc.

1. Copy one handout for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students ought to discuss examples of the statements given using the opinion statements in bold.

4. Allow students around fifteen minutes or until the conversation dies down to discuss examples of the statements.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one handout for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half handout to each individual student.

3. Focus students' attention on the instructions and emphasise students ought to discuss examples of the statements given using the opinion statements in bold.

4. Allow students around fifteen minutes or until the conversation dies down to discuss examples of the statements.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

Type:

An individual extended writing task

Skill:

Writing

Time:

20-30 minutes

Stage:

Free writing practice

Work:

Students work individually

Focus:

A Biography

This extended writing task gives students the chance to write a bout a famous person they admire. Primarily it's for student s to show evidence of their abilities using the non-defining relative clauses and linking words.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

Type:

An individual extended writing task

Skill:

Writing

Time:

20-30 minutes

Stage:

Free writing practice

Work:

Students work individually

Focus:

A Business Report

For those students looking to start a career in business in English, the ability to write cohesive reports is vital. Here students compile a report using business vocabulary on the company Toys “R” Us.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

Type:

An extended speaking task

Skill:

Speaking

Time:

15 minutes

Stage:

Vocabulary speaking practice

Work:

Students work individually then as a whole group

Focus:

A Film Review

Let's review a great film and practise English at the same time! This classic task involves the 'anonymous film' review that proves so popular in EFL classrooms.

1. Copy one sheet for each individual student and distribute them.

2. Put students into pairs. First, students decide on a film to review and make brief notes in the table given. Ensure students don't reveal the name of the film to anyone.

3. Next, the students give a short presentation of their reviews to their group partners, who try to guess the name of the film. Students take it in turn to swap roles.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

Type:

An individual extended writing task

Skill:

Writing

Time:

20-30 minutes

Stage:

Free writing practice

Work:

Students work individually

Focus:

A Personal Profile

Writing a page-turning autobiography is not just for politicians and celebrities. Foreign language students often need to write brief accounts of themselves for applications to courses or schools and for employment.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

Type:

An individual extended writing task

Skill:

Writing

Time:

20-30 minutes

Stage:

Free writing practice

Work:

Students work individually

Focus:

A Tactful Letter of Complaint

Give your students authentic practice of writing letters of complaint with this model pro forma, which features a letter of complaint on a faulty good or an underwhelming service.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

1. Copy one sheet for each individual student and distribute them.

2. Read through the instructions with the students and outline the language and vocabulary requirements of the task. Give students a generous time limit of between 20-30 minutes depending on their ability.

3. Monitor the students and provide language input or inspiration when appropriate. Don't worry about errors at this stage.

4. The best feedback for this task involves collecting the work and marking it. To lessen your workload, reduce the number of words/time in the task. Feedback common errors on the board at the next opportunity.

Type:

A pair work activity

Skill:

Speaking

Time:

10 minutes

Stage:

Lead-in

Work:

Students work in pairs

Focus:

Achievements

Success is a slippery concept. But what does it take to be successful all round in a number of pursuits? This discussion-based lead-in allows students to identify the success factors needed in normal and unusual activities

1. Copy one sheet for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students must discuss their ideas related to the topic.

4. Allow students around five to ten minutes or until the conversation dies down to discuss the topic.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one sheet for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half sheet to each individual student.

3. Focus students' attention on the instructions and emphasise students must discuss their ideas related to the topic.

4. Allow students around five to ten minutes or until the conversation dies down to discuss the topic.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

Type:

A pair work activity

Skill:

Speaking

Time:

15 minutes

Stage:

Lead-in

Work:

Students work in pairs

Focus:

Acronyms

This extended lead-in is a practice of defining relative pronouns but can be used as a stand alone task. Acronyms of famous international organisations are given, with students explaining the purposes and functions of these organisations.

1. Copy one sheet for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half sheet to each individual student.

3. Focus students' attention on the instructions. Students explain the functions and roles of different acronyms to their partner. Students mustn't say the name of the acronym. Their partner guesses.

4. Allow students around fifteen minutes to find out the acronyms.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.

1. Copy one sheet for each pair of students, and cut the sheets in two.

2. Put the students into pairs, and distribute a half sheet to each individual student.

3. Focus students' attention on the instructions. Students explain the functions and roles of different acronyms to their partner. Students mustn't say the name of the acronym. Their partner guesses.

4. Allow students around fifteen minutes to find out the acronyms.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.